Ready to Study? Lesson Plan
Grade level: 9
Suggested Duration: 1 hour or 1 class period
Target Audience: Students about to embark on college-level classes who need to
sharpen/identify necessary skills that provide success in such classes
Educator Video: “How I Got Here: Heriberto—Educator-focused Video”
Many TEKS are addressed in this activity, as proficiency in prerequisite courses is required
for success in later ones, but here are two examples:
§110.31. English Language Arts and Reading, English I (One Credit).
(a) Introduction.
(1) The English Language Arts and Reading Texas Essential Knowledge and
Skills (TEKS) are organized into the following strands: Reading, where
students read and understand a wide variety of literary and
informational texts; Writing, where students compose a variety of
written texts with a clear controlling idea, coherent organization, and
sufficient detail; Research, where students are expected to know how to
locate a range of relevant sources and evaluate, synthesize, and present
ideas and information; Listening and Speaking, where students listen
and respond to the ideas of others while contributing their own ideas in
conversations and in groups; and Oral and Written Conventions, where
students learn how to use the oral and written conventions of the
English language in speaking and writing. The standards are cumulative-students will continue to address earlier standards as needed while
they attend to standards for their grade. In English I, students will
engage in activities that build on their prior knowledge and skills in
order to strengthen their reading, writing, and oral language skills.
Students should read and write on a daily basis.
§111.32. Algebra I (One Credit).
(a) Basic understandings.
(1) Foundation concepts for high school mathematics. As presented in
Grades K-8, the basic understandings of number, operation, and quantitative
reasoning; patterns, relationships, and algebraic thinking; geometry;
measurement; and probability and statistics are essential foundations for all
work in high school mathematics. Students will continue to build on this
foundation as they expand their understanding through other mathematical
experiences.
Heriberto not only took higher-level courses—he was successful in them. Part of his success is
attributable to hard work, but acquiring the necessary skills and habits of mind are also
important. This lesson will help students make the adjustment to college, where they will be
expected to be more independent learners.
Student Objective: Students will identify skills required to succeed in challenging courses.
Lesson Preparation: While preparing for this lesson with your students, make sure to
watch the “How I Got Here: Heriberto—Educator-focused Video” available on both Texas
Education on iTunes U and Project Share under the “Overcoming College Prep Obstacles
with Texas GEAR UP” course. The video will provide guidance on how to navigate the lesson
with your students and highlight the key messages for them to take away.
Teacher Direction: Play the “How I Got Here: Heriberto—Student-focused Video” for your
class. The video is available on both Texas Education on iTunes U and Project Share under
the “Overcoming College Prep Obstacles with Texas GEAR UP” course.
Lead a discussion about skills needed for college-level work. Begin by asking if students
have any ideas about skills needed, perhaps referring to examples from the video. List
students’ responses on the board or screen.
Answers will vary, but could go from the basic “be on time” or “turn in your work” to more
metacognitive ideas, such as relating a new academic task to other similar ones
encountered in the past.
Following the brainstorm, introduce the information below. In pairs, have the students
discuss each one—what it means, how well they do in each, and strategies to improve skills.
On the website http://www.4faculty.org, Tennen and Hagar have identified the following
list of skills necessary for success:
Basic skills
 The reading, writing, or math skills necessary to learn the information, concepts,
and skills taught in the class
 The communication skills (reading, writing, speaking) to demonstrate learning
Background knowledge
 Prerequisite courses
 The body of knowledge assumed by the text or the teacher
 Basic vocabulary
Study skills required
 Learning from the textbook (e.g. annotating, summarizing, using the glossary,
outlining, checking comprehension)
 Learning from the lecture (e.g. taking notes, listening skills, asking questions)
 Studying for and taking tests
 Using academic resources
 Metacognition (e.g. awareness of the quality of their learning, awareness of what
they can do to enhance their learning)
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Time and study commitment
 Number of classes required
 Recommended commitment of study time
 Types and number of assignments
Possible Teacher Dialogue (directed at students):
In your groups, discuss these skills. Which one do you feel pretty solid in? In which do
you need more help/direction? Need more help? Go to
http://www.texasgearup.com/hub.
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